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dc.contributor.advisor Freese, Anne en_US
dc.contributor.author Abarca, Julie M. (Kawasaki) en_US
dc.date.accessioned 2011-09-09T01:21:18Z en_US
dc.date.available 2011-09-09T01:21:18Z en_US
dc.date.issued 2006-05-01 en_US
dc.identifier.uri http://hdl.handle.net/10125/21225 en_US
dc.description Curriculum Studies en_US
dc.description.abstract This research uses a case study approach and includes six-fifth grade students involved in writer’s workshop. The action research focuses on the role of reflection and using student conversation to make personal connections to the students’ reading and writing. The research examines the impact of reflection on student learning in the process of planning, peer editing, and publishing a classroom newsletter. en_US
dc.format.extent 104 pages en_US
dc.rights All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner. en_US
dc.subject Action research en_US
dc.subject writer's workshop en_US
dc.subject.lcsh Education, Elementary en_US
dc.title How Students Make Meaning of their learning Experiences Through Self-reflection en_US
dc.type Master's Project en_US
dc.type.dcmi Text en_US
dc.description.degree MEd en_US

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